Ser PIBID em geografia da UFBA: da política pública às experiências formativas

Abstract

Institutional Program for Scholarships for Beginner Teachers in Brazil (PIBID - Programa Institucional de Bolsas de Iniciação à Docência) was created in 2007 as an experimental phase. It was later expanded and consolidated as a federal public policy for initial teacher training, including various areas of knowledge. The program's structure articulates university and elementary school with a focus on valuing and encouraging the degree, contributing to the praxis in the training process, and providing opportunities for different perspectives of university, elementary school, space, and their self. Although it demonstrates significant success in this process, the program has been a constant target of attacks and modernization processes of education, still little discussed and evaluated. Our goal was to investigate the PIBID as a public policy and formative dimension for each subject and their crossings. From the questions about the program's role and importance for teacher training and the person subjectivities? How have the modifications imposed on the program affected its development? To answer them, we looked for the

impacts of PIBID on teacher training and the formation of formative experiences of ex- scholarship holders of the Geography subproject. Through a dialectical approach, we

started with documental research (re)signifying politically the trajectory of PIBID, analyzing, discussing, and comparing public notices 61/2013 and 07/2018, and student reports from the subproject Geografia do PIBID-UFBA, also included in this period, seeking to identify impacts and changes in the transition of the modernization processes. With the comprehensive-interpretative analysis, we approach the senses and meanings of the formative experiences of ex-scholarship holders in the subproject Geography of PIBID-UFBA to become/be a teacher, using the experience approach of the (auto)biographical method with narratives. Through crossing procedures, we highlight the potential and limitations of PIBID. Throughout the research, we identified that the modernization carried out in 2017 represented an alignment of the program with the liberal education reform in our country. The analysis of the reports of teaching initiation scholarship did not show significant ruptures or discontinuities, demonstrating the dominant rationality in the program, with an emphasis on practice in both calls for proposals. We observe, with former scholarship holders, formative experiences that intersect in our subjectivities, with narratives that show regularities, irregularities, and the surprising to the unexpected in PIBID and life as a whole. We conclude that the multiple dimensions show that we and PIBID are in formation, in the constant coming into being. We must fight for future changes that materialize in PIBID the political dreams of our professional class and contribute to deeper transformative processes in each subject that builds it and, consequently, in the society that integrates us.